1. Joerg Mossbrucker Milwaukee School of Engineering - MSOE

2. Overview Milwaukee, Wisconsin Founded 1848 Population 600 000 Luebeck, Germany Founded 1143 Population 214 000

3. Overview Milwaukee School of Engineering MSOE Milwaukee, WI, U.S.A. Urban Campus Established 1903 25 Degree Programs App. 2200 Students University of Applied Sciences FHL Luebeck, Germany Suburban Campus Established 1808 26 Degree Programs App. 4600 Students

4. Overview

5. Accreditation U.S.A. - ABET, for Engineering and Technology Europe (esp. Germany) – many different accreditation agencies, which themselves are certified by national accreditation boards -> “the agony of choice” However All accreditation is based on the same principles!

6. Accreditation Long-Term Strategic Planning Mission Statement Vision Statement Program Educational Objectives Input from constituents Input from IAC Long cycle time (5 years) Short-Term Quality Assurance Assessment of Program Outcomes Continuous Course Improvement Assessment Relative short cycle time (1-2 years)

7. Accreditation

8. Accreditation

9. Long Term Planning

10. Both universities conduct assessment of PEOs independent of the other institution Results are shared with the other institution Fulfillment of PEOs assumes fulfillment of PEOs for both student bodies for each institution

11. Long Term

12. Short Term Continuous Improvement Course Level Assessment of course outcomes Responsibility of the individual instructor Independent of exchange program Program Level Assessment of Program Outcomes (ABET A-K) Responsibility of the program Dependent on the exchange program

13. Short Term Continuous Improvement Requirements for Assessment of Program Outcomes No student body is systematically excluded from the continuous improvement process All paths leading to the degree must be assessed Six paths including the non-exchange students No substantial additional work for the individual instructors!!!

14. MSOE Short Term

15. Strategy Assess Program Outcomes in courses together with Course Outcomes No additional work for individual instructor Separate the three student bodies in the assessment Minimal additional work for individual instructor

16. Strategy

17. Strategy Assess as many Program Outcomes in exclusive courses as possible Assess the Remainder of the Program Outcomes in as few courses as possible and separate the three student bodies in the assessment All Paths are separately assessed!

18. Result Successful First Dual Accreditation in 2006/2007 Successful Dual Re-Accreditation in 2012 For All Six Paths!

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